Research overview
Artefacts of the Future is a research project, meaning that we are trying to add to humanity’s understanding of the world. Specifically, we are exploring:
how can young people be engaged and empowered through creative and embodied futures thinking to generate ideas and artefacts about sustainable living choices and practices now?
Put simply, we want to help young people understand and tackle big challenges like climate change and sustainable living. We believe that the arts are a great way to learn and express your feelings and thoughts about complicated, uncertain things like sustainability and the future. We want to know how young people envisage possibilities for shaping a more sustainable future. We’re aiming to build creativity, a sense of responsibility, and belief in your own abilities to shape the future.
If you are a teacher who is not currently involved in the research aspects of Artefacts of the Future, and would like to participate, please fill in the form below. If you are a student and would like to get involved, have a chat with your teacher!
Like any research project, we have a research paradigm and methodology. We have strategies for collecting and analysing data and sharing our research findings. We have also considered risks and benefits associated with our research. To find out more, click on the drop-down boxes below.
Research paradigm: How do we currently understand the world?
We understand the world as supercomplex. We believe that
- reality is complex and dynamic, or always changing.
- people’s views of and ideas about the world are also shifting.
- therefore, we need to embrace and cherish things like uncertainty, fragility, the unknown, and feeling insecure or strange.
- even though we’re trying to understand the world a bit better, we know that any understandings we reach will be
- constructed (created based on the evidence we have, not necessarily true)
- multiple (we might have different understandings)
- shifting (our understandings might change)
- contested (someone else might challenge us)
But that’s part of the fun!
Supercomplexity as a way of understanding the world was developed by Professor Ronald Barnett. You can learn more about Professor Barnett’s ideas here.
Methodology: What are we doing to further our understand of the world?
We are using a research strategy known as participatory action research. This means we work alongside teachers and students to better understand how young people can be engaged and empowered to think about and act for a sustainable future. We are working in cycles of planning, action, observation, and reflection to evolve and address the research questions and issues.
- Planning: First, we identified the problem and developed our research focus and questions. We developed curriculum materials that we think will support you to learn more about big challenges like climate change, sustainability, and the future and to express your thoughts and feelings about these challenges through creating artefacts. We reached out to schools and teachers to partner in developing and trialling these curriculum materials.
- Action: This step is where you take the lead! Teachers and students work through the learning experiences together, following your own cycles of planning, acting, observing, and reflecting. At the end of the learning program, students create artefacts of the future that might be exhibited in an Anthropocene Museum in the year 2050, reflecting how we have learned to live sustainably. You also write, draw, or record interpretive materials, helping audiences to understand and engage with your artefact. You then exhibit these artefacts and interpretive materials for your school community. We (the researchers) are on hand to help with this step as needed.
- Observation: Throughout the learning program, teachers observe students’ experiences and progress. Students also record ideas, experiences, and reflections in journals. Finally, we look forward very much to observing the artefacts you create and engaging with your interpretive materials!
- Reflection: Throughout the learning program, students reflect on your experiences as a class and individually in journals. Teachers may share these experiences with the research team in an interview at the end of the learning program, as well as reflecting on their own experiences. Finally, we reflect on the artefacts and interpretive materials created, the observations and reflections shared by teachers, and the learning program as a whole. We use our reflections to further and share our understanding of the world, and also to plan for new cycles of this project! As time passes, you may notice the curriculum materials and resources on this website changing as we understand better how to help young people understand and tackle big challenges like climate change and sustainable living through the arts.
Data collection and analysis: What are we basing our developing understandings on?
Students:
We collect copies of two artefacts that you create:
- a photograph or recording of your artefact of the future
- a copy or recording of your interpretive materials
In research, it’s very important that we protect participants’ privacy. This means that your name aren’t on our copies of your artefact of the future or interpretive materials, and if your face is shown anywhere (for example, in a photograph) we blur it out. If you decide to create a performance as your artefact of the future that’s fine, but we might have to collect a script or performance plan as your data. However, if you curate an exhibition of your artefacts for your school community, you can include your names and faces!
Teachers:
We interview teachers at the end of the learning program. We want to hear your thoughts, considerations, and any additions or adaptations you made to the teaching and learning sequence (or that you think should be made). During the interview, we give you de-identified copies of students’ artefacts of the future and interpretive materials to provide examples and focus. You are asked to not refer to students by name. Teachers’ data is also de-identified.
Research findings: How are we going to share our developing understandings with the world?
We are very excited to share students’ creations through showcase exhibitions. Our first showcase was at the Learning for Sustainability Conference in March 2024. We will share details of future showcases as they are confirmed.
We also share students’ artefacts of the future and interpretive materials online through our Student showcase page. If you are part of our research project, keep an eye out for your work!
We will be publishing findings from our research in peer-reviewed journal articles, as well as teacher professional journal articles.
Short videos are being developed from recordings at the showcase events. These videos will not contain images of people (unless permission has been explicitly given), but will capture artefacts and reflective statements.
The research team may also engage with media regarding this project.
If you are part of the research project, we will send copies of any publications to your school principal.
Do we foresee any risks or benefits to being involved in this research?
Students and teachers’ safety and well-being are our top priorities in this project. We anticipate minimal risks and numerous benefits for both students and teachers.
Risks:
Sometimes, when we engage with topics like how humans affect the environment, or the future, it can feel a bit strange or uncomfortable. That’s totally normal! The curriculum materials are designed to help students (and teachers!) understand and process discomforting emotions. If you ever need any extra support, or have questions or worries, talk to your teacher straightaway. You can also chat with a member of our research team when we are present in the classroom. You might also like to check out the support options and opportunities for action listed in Further resources.
Teachers will be supported with staying aware of potential risks, and can contact the research team for further support in any capacity.
Benefits:
Students will gain a deeper understanding of environmental challenges and sustainable practices. You’ll learn about how to take care of our planet, and what you can do to make the world a better place. You’ll get to show your feelings, thoughts, and ideas in an artistic way. You may develop a stronger sense of responsibility and agency for the future.
Teachers will receive a research-based interdisciplinary teaching sequence aligned with ‘Sustainability’ in the Australian and Victorian Curriculums. You will receive guidance and support from the research team in implementing the teaching sequence, and have opportunities to contribute your thoughts and experiences for continuous improvement. You will develop enhanced familiarity with research and pedagogical practices, and have the opportunity to be included in a supportive professional network.